Reflective Essay on leadership styles and personal goals EDUC3025

Reflective Essay on leadership styles and personal goals

Leadership in Educational Environments

Key Leadership Styles

In the realm of educational leadership, it is essential to adopt leadership styles and attributes that facilitate effective administration and foster an environment conducive to growth and progress. The leadership frameworks described in Lecture 6, including those that incorporate structural, human resources, political, and symbolic perspectives (Bolman & Deal, 1991), have significantly impacted my thinking on this matter. These frameworks offer a thorough and all-encompassing viewpoint on leadership, which is particularly relevant in the field of early education.

• The structural frame highlights the importance of well-defined duties and measurable objectives in order to achieve clarity, stability, and efficient functioning. As a leader, I will employ a systematic approach to create a clearly defined and organised environment, ensuring that expectations are clear, and goals are achievable. The framework supports the continuous pursuit of educational quality (ACECQA, 2018).

• The human resources framework emphasises the significance of recognising and promoting the human aspect inside the organisation. The ACECQA (2019) advocates for the significance of achieving personal growth, professional satisfaction, and social engagement. Understanding and supporting the emotional and professional needs of educators and staff members is crucial in my role. This strategy enhances both motivation and efficiency, while also fostering dedication to educational objectives.

• The political frame emphasises the inherent complexities of managing diverse interests within educational environments. Proficiency in conflict management and alliance building is essential for effectively managing the often-divergent demands of many stakeholders. By adopting this viewpoint, I aim to create a fair environment where diverse needs and viewpoints are acknowledged and included in a balanced manner.

• The symbolic frame improves leadership skills by adding more layers of meaning and cultural importance. This framework highlights the need of inspiring others through a distinct vision and shared principles, which greatly contribute to creating a cohesive and motivated educational community. Recognising achievements and reinforcing the educational institution's mission and vision instill daily educational activities with a deep feeling of purpose for both teachers and students.

Characteristics of Effective Educational Leaders:

Examination of fundamental leadership qualities required for achieving success in educational environments, drawing on theories and research. By integrating these frameworks into my leadership approach, my goal is to produce a dynamic and productive educational environment. Each frame offers crucial insights and tools that enable me to adjust and understand different situations with adaptability and understanding. Through the process of reconciling divergent perspectives, I have developed a heightened ability to lead with a comprehensive approach that effectively addresses present challenges while also fostering long-term growth and stability. By employing the leadership styles provided by ACECQA (2018, 2019), I continually gain information and adapt to the evolving demands of the educational setting. Our educational institution ensures its capacity to quickly adapt and anticipate future demands by utilising an adaptive leadership style, thereby helping the broader educational community.

Personal Leadership Style and Pedagogical Alignment

• My Leadership Style: A self-reflection on your personal leadership style:

Reflecting on my preferred style of leadership, which combines the qualities of being assertive and analytical, provides me with a more sophisticated approach to leading in the field of early childhood education. This blend incorporates the straightforwardness and self-assurance of the Driver style, along with the meticulousness and methodical approach of the Analytical style. A combination of these two leadership styles aligns effectively with my teaching approach and personal beliefs. Furthermore, it is strongly endorsed bythe Early Years Learning Framework (EYLF), the New South Wales Education Standards Authority (NESA), the National Quality Standard (NQS), and the National Quality Framework (NQF).

The Driver aspect of my leadership style prioritises achieving outcomes and making prompt decisions, which is crucial in situations requiring specific guidance and quick decision-making (ACECQA, 2018). The positive aspects of this style, such as its boldness and efficiency, empower me to confidently take the lead and advance programs aimed at improving working environment in childcare settings. However, the directness of the Driver style may be perceived as excessively forceful, thus including the Analytical style might be advantageous. The Analytical approach compensates for this by including a high degree of meticulousness and accuracy in the process of strategising and executing projects. This guarantees that decisions are made expeditiously, while simultaneously being meticulous and well-informed (Strehmel, 2016).

• Alignment with Personal Pedagogy and Values: How these styles relate to my personal educational philosophy:

This combination is particularly effective when navigating the complex area of early childhood education, as it requires a harmonious blend of strategic leadership and meticulous attention to teaching guidelines and requirements. An example of this is the analytical approach's emphasis on details, guaranteeing that all educational programs meet to the NQS and NQF standards. This fosters an environment in which individuals consistently strive for self-improvement (Douglass, 2019).

The Early Years Learning Framework (EYLF) emphasises the significance of delivering high-quality education through a meticulously designed and thoughtful approach. This aligns perfectly with my leadership style. My analytical skills excel in this area as they are in line with the EYLF's requirement for educators to actively participate in critical thinking and uphold rigorous standards of practice (Harrison et al., 2022).

• Alignment with Educational Standards: Establishing a connection between leadership style and governing documents such as EYLF, NESA, NQS, and NQF.

My leadership approach adheres to professional norms and guidelines, fostering a culture of trust and respect, which is crucial for complying with NESA regulations. When the attributes of being assertive and analytical combine, they contribute to the establishment of an environment that is both receptive and accountable, fostering a sense of respect and authority among teachers. It is crucial to promote professional development and motivate educators to not only comply with regulations but also strive for excellence in their positions (ACECQA, 2019).

As a leader, it is imperative to establish unambiguous objectives and offer organised direction, while also being open to feedback and ensuring that every member of your team feels their opinions are respected and acknowledged. It promotes cooperation among educators and facilitates their professional growth, enabling them to make valuable contributions to the organisations objectives.

Combining the Driver and Analytical leadership styles enhances my leadership abilities in the early childhood education profession. Consequently, I am able to utilise the most advantageous elements of both approaches in order to establish a dynamic, encouraging, and efficient learning atmosphere that is in accordance with my teaching principles and meets the rigorous criteria established by regulating bodies. This dual strategy not only enhances operational efficiency but also cultivates a culture of continuous professional growth and introspective practice, which are vital in the ever-changing domain of early childhood education.

Assessing Strengths and Areas for Growth

Reflecting on my current strengths and areas for improvement as an educational leader provides insights that not only align with theoretical frameworks but also have practical implications in my everyday work. Here are my reflections broken down into strengths and areas needing improvement:

Strengths:

• Effective Organisational Leadership: I excel in organising room routines, supporting staff members, conducting meetings, and managing time effectively to ensure that all staff have sufficient time for programming and planning. With 35 toddlers in my room, ensuring a smooth and predictable routine is vital. My ability to provide clear guidance and structure helps the staff run the room efficiently, even during transitions, which is crucial for maintaining a stable environment for both children and staff (Douglass, 2019).

• Supportive Team Leadership: My leadership style fosters a supportive team environment. I have been facilitating a well-organised routine that allows staff members to manage their responsibilities effectively. This approach not only boosts staff morale but also enhances the overall functioning of the room, demonstrating my commitment to quality early childhood education (Strehmel, 2016).

Areas Needing Improvement:

• Enhancing Communication Strategies: Despite effective interactions with my team, communication gaps have occurred, primarily due to the diverse employment statuses within the team (permanent part-time, casual, full-time) and my own part-time role. These gaps have sometimes led to important information not being relayed, such as updates on childrens toilet training or family inputs, which has caused misunderstandings. Improving structured communication methods and perhaps implementing a digital tool or detailed communication logs could help bridge these gaps, ensuring that all staff members are equally informed regardless of their working schedules (Harrison et al., 2022).


• Effective Supervision: With 35 children in our care, effective supervision has emerged as a critical area needing improvement. There have been incidents where injuries were not noticed by staff members, and children went home without the necessary first aid or parental notification. This oversight has understandably led to parental complaints and concerns about the educators' awareness and response to such incidents. Enhancing supervision strategies and training staff in proactive and attentive care practices are essential steps to mitigate these issues and ensure the safety and well-being of every child in our facility.

To further enhance my skills and address these areas of improvement, integrating insights from current literature on educational leadership can provide additional strategies and frameworks for development. For example, exploring democratic educational practices and their implications on communication and leadership in diverse team settings could offer valuable perspectives (Marjanovic-Shane et al., 2023).

Setting Personal and Professional Goals

Short-Term Goals (Next three months):

• Staff Communication Online Group: I plan to establish an online communication group where staff members can share updates from families or management. This will ensure that every team member is consistently informed and can respond promptly to any changes or requirements related to the children's care. This goal addresses the current communication gaps by providing a centralised and accessible place for important updates, reducing the risk of miscommunication and ensuring that all relevant information is easily accessible to all staff members.

• Encourage Families to Use the App(EXPLORE) for Communication: I will actively encourage families to use our designated app to relay important information such as changes in their child's routine (e.g., starting toilet training), or specific needs (e.g., saving lunch for a child arriving late). By promoting the use of the app, we aim to minimise the reliance on verbal messages which can be forgotten or overlooked during busy periods, thus enhancing communication efficacy and reducing errors in information transmission.

• Organise a Staff Meeting Focused on Effective Supervision: I intend to conduct a meeting dedicated to discussing and improving supervision practices within our facility. This meeting will aim to heighten awareness and implement strategies to ensure every child is safely monitored at all times. The goal is to address concerns regarding oversight of children, especially in light of recent incidents where injuries went unnoticed. By enhancing supervision protocols, we can better safeguard the children and strengthen trust with our families.

Long-Term Goals (Six to twelve months):

• Provide Staff Training on Recognising and Responding to Potential Hazards: Over the next six to twelve months, I will develop and deliver training sessions focused on identifying potential safety hazards and effective response strategies. This training will equip our staff with the necessary skills to preemptively manage risks and react competently in case of incidents. This goal aims to enhance our staffs capabilities in ensuring a safe environment for all children by improving their ability to recognise and address potential hazards. This will not only improve our service quality but also reinforce our commitment to safety and care in our educational setting.

These goals reflect my commitment to continuous improvement in communication and safety within our educational facility. By implementing these strategies, I aim to enhance our operational efficiency and foster a more secure and communicative environment for children, staff, and families alike.